United States History
Build Your Own
1877 to Present
U.S. History: LIving Democracy Curriculum for BUild YOur Own
U.S. History: LIving Democracy Curriculum for BUild YOur Own
Instructions: For ease, instructional steps are embedded on the curriculum page. Each link breaks down a specific aspect of the inquiry process in order to build, teach, and assess an inquiry lesson. Select based upon need. Click on the unit drop down for Supporting Questions. Click on linked Supporting Questions for sources.
Unit 1: Does development mean progress? (1877-1910)
Unit 1: Does development mean progress? (1877-1910)
Supporting Questions (SQ):
Supporting Questions (SQ):
- Staging the Question:
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 2: What can we do about society’s problems? (1890-1920)
Unit 2: What can we do about society’s problems? (1890-1920)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 3: What was the cost of American expansion? (1890-1920)
Unit 3: What was the cost of American expansion? (1890-1920)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question:
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 4: How should America reconcile its past? (1900-1929) (New CQ)
Unit 4: How should America reconcile its past? (1900-1929) (New CQ)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question:
- How did consumerism change American culture in the 1920s?
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 5: Was the New Deal a good deal? (1929-1939)
Unit 5: Was the New Deal a good deal? (1929-1939)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question:
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 6: How did World War II change America? (1939-1945)
Unit 6: How did World War II change America? (1939-1945)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
- What role did the U.S. play in World War II before Pearl Harbor?
- How did the war in Europe compare with the war in the Pacific?
- How did World War II affect the homefront?
- How did America’s economy change during World War II?
- How did the “Double V” campaign spark the Civil Rights Movement?
- How did atomic weapons change world conflict?
- How did the Holocaust change American policy and perception of World War II?
- How did the end of World War II divide the world?
- Why was America so frightened by communism?
- Case Study: How did the Lavender Scare demonstrate fears and priorities for the nation?
- How did fear of communist expansion shape U.S. policy after World War II?
- How did the Korean War demonstrate America’s commitment to containment?
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 7: Are freedom and equality the same thing? (1945-1975)
Unit 7: Are freedom and equality the same thing? (1945-1975)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
- What ideologies defined the Civil Rights Movement?
- How did organizations of the Civil Rights Movement achieve their goals?
- What role did nonviolent protest have in the success of the Civil Rights Movement?
- How did Black Power change the Civil Rights Movement?
- What conditions did women protest?
- How have Hispanic and Latinx groups’ fought for equality?
- What conditions prompted LGBTQ+ Americans to fight for equality?
- What were the goals of the American Indian Movement?
- How does intersectionality change how individuals were treated within groups seeking equality?
- How well did laws, executive actions, and court cases protect civil rights of different groups?
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 8: What affects the credibility of a nation? (1960-1980)
Unit 8: What affects the credibility of a nation? (1960-1980)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
- How have American Presidents discussed national security from foreign threats over time?
- Why did the U.S. feel compelled to intervene in Cuba?
- How successful was the Great Society at addressing problems in society?
- What pieces of legislation made up the Great Society?
- Why did the U.S. feel compelled to intervene in Vietnam?
- How do the goals of the Vietnam War compare with the Korean War?
- How did public opinion in America on Vietnam change over time?
- Can the people force the governments to listen when they actively disagree with government decisions?
- How do the Watts riots in 1965 compare to the Louisville riots of 1968?
- What made 1968 a watershed moment in American History?
- Did the U.S. achieve peace with honor by leaving Vietnam?
- How did Watergate impact the credibility of the Executive Branch?
- How did the economy of the 1970s affect the Carter administration?
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 9: Why is it difficult to be a united nation? (1980-1992)
Unit 9: Why is it difficult to be a united nation? (1980-1992)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
- How did the culture wars divide America?
- What is the role of cable TV in shaping cultural attitudes?
- How has the Supreme Court become the center of conservative and liberal ideologies?
- How did religion influence politics?
- Why did the U.S. government ignore the AIDS crisis?
- Why did Reagan want to ‘shrink’ the federal government?
- Why do businesses push for deregulation policies?
- How did the economy of the 1980s affect the lives of Americans?
- How effective was the War on Drugs?
- How did redlining create inequality in Louisville??
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Unit 10: Where is the United States heading? (1991-Present)
Unit 10: Where is the United States heading? (1991-Present)
Supporting Questions (SQs):
Supporting Questions (SQs):
- Staging the Question
- What were America’s responsibilities after the end of the Cold War?
- How well has the U.S. worked with the United Nations to improve Human Rights?
- How has U.S. engagement in the Middle East changed over time?
- What were the unintended consequences of invading Iraq and Afghanistan?
- Is the “War on Terrorism” winnable?
- Do America’s immigration policies reflect its principles?
- Does international free trade improve the lives of Americans?
- What has the U.S. done to address environmental challenges at home and abroad?
- Does having more information make us safer in a digital world?
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Summative Performance Task (SPT): Construct an argument (written, verbal, multimodal) backed with relevant evidence that answers the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.
Taking Informed Action (TIA): Engage civically in classrooms, schools, and communities by understanding, assessing, planning, and acting on issues that connect to the Compelling Question.